PDHPE 2018 HSC exam pack

Students should:

• allocate appropriate time to answer questions based on the value of the question
• highlight/underline key components of the question
• use relevant syllabus terminology to improve responses
• use relevant examples where appropriate to answer questions
• use past papers and their marking guidelines to practise responses
• use various Government sources to keep up to date on current opinion or breaking news on relevant Health and Sporting issues and use these sources in their answers where appropriate.

In the better responses, students:

• directly answer the question, providing relevant examples and applying syllabus content
• use a variety of relevant examples to answer questions
• apply a contextual example when responding to questions that asked for an example
• refer to the contextual example to support answer in their responses.

Question 21

In better responses, students were able to:

• recognise and engage with the ‘building healthy public policy’ aspect of the question
• give an example of a health promotion strategy and how it has been applied to prevent lung cancer.

Areas for students to improve include:

• understanding and applying the concept of ‘building healthy public policy’ (one action area of the Ottawa Charter).

Question 22

In better responses, students were able to:

• show an understanding of a syllabus specific preventable condition in Australia other than cancer or CVD
• provide characteristics and features of at least TWO determinant areas (sociocultural, socioeconomic, environmental)
• relate the affect that the determinants have on a preventable condition.

Areas for students to improve include:

• showing knowledge of the preventable conditions listed in the syllabus
• demonstrating an understanding of the characteristics and features of the determinants and their effect on preventable conditions
• providing supportive and relevant examples.

Question 23

In better responses, students were able to:

• provide a strong discussion of a range of positive and/or negative impacts of emerging new treatments and technologies
• provide examples of emerging new treatments and technologies such as newly developed diagnostic technologies, innovative surgical procedures, prosthetic aids and other recently developed treatments and technologies.

Areas for students to improve include:

• demonstrating knowledge of research treatments and technologies that are new and emerging
• providing depth of discussion in relation to emerging new treatments and technologies
• supporting their discussion with relevant examples.

Question 24

In better responses, students were able to:

• show a detailed understanding of the roles of the individual, community and the Government in addressing health inequities experienced by Aboriginal and Torres Strait Islander peoples
• make the relationships clearly evident between the role and the inequity, with relevant examples.

Areas for students to improve include:

• showing a clear understanding of roles of the individual, community and the Government in addressing health inequities experienced by Aboriginal and Torres Strait Islander peoples
• using examples that are explicitly related to improving health inequities experienced by Aboriginal and Torres Strait Islander peoples.

Question 25

In better responses, students were able to:

• provide characteristics and features of the optimal levels of arousal required for different sports
• provide a clear explanation of why those optimal levels differ for different sports with relevant examples
• identify the effects of arousal on sporting performance.

Areas for students to improve include:

• identifying appropriate optimal levels of arousal with relevant sporting examples
• explaining why optimal levels differ in different sports using relevant sporting examples.

Question 26

In better responses, students were able to:

• identify the characteristics of skilled performers and link these to appraising performance
• make a judgement, or judgements, about the effectiveness of these characteristics as tools to appraise performance
• provide examples to illustrate their understanding of the characteristics of skilled performers and/or methods of appraisal.

Areas for students to improve include:

• identifying relevant syllabus content applicable to this question
• displaying understanding about the concept of performance appraisal.

Question 27

In better responses, students were able to:

• make evident the relationship between the physiological and neural strategies and the recovery of a marathon runner
• give clear and accurate examples, particularly refuelling and hydration, in relation to a marathon runner
• articulate the characteristics and features of recovery strategies.

Areas for students to improve include:

• demonstrating an understanding of the four different categories of recovery strategies and which examples belong to which category
• relating the characteristics and features of both strategies to a marathon runner.

Question 28(a)

In better responses, students were able to:

• articulate a range of determinants (sociocultural, socioeconomic and environmental) and relate them to a major health issue that affects young people
• explore the changes to lives over recent generations in relation to a major health issue and the associated trends over time
• make a clear connection between the determinants, the health issue and the effect of the relationship on the health of young people
• provide a range of relevant examples that illustrated the effect of the determinants on the health issue.

Question 28(b)

In better responses, students were able to:

• provide a clear judgement about the effectiveness of government and non-government strategies and were able to support their judgement by including a range of relevant examples to substantiate their judgement
• show a broad understanding of their major health issues through identifying the various issues and clearly articulated how strategies had been effective or not effective in addressing the major health issues.

Areas for students to improve include:

• identifying relevant syllabus content applicable to this question
• providing depth in their response
• supporting their response with relevant examples.

Question 29(a)

In better responses, students were able to:

• detail the development of female participation in sport overtime
• relate the changing patterns of participation using traditionally male dominated sports (rugby league, cricket, soccer, boxing) and they were able to highlight factors that have supported this transition
• provide depth in the detail related to these factors and were then able to make a clear link between the factor and the increase in female participation.

Question 29(b)

In better responses, students were able to:

• demonstrate an understanding of the nature of both national identity and regional identity. This knowledge was supported by current and relevant examples highlighting national and regional identity provided to support their answer
• give a variety of examples to support their judgement of how Australia’s sporting achievements directly provide input to defining the national and regional Identity
• utilise many historical and cultural examples to highlight sports role in Australian society.

Areas for students to improve include:

• identifying relevant syllabus content applicable to this question
• providing depth of response
• supporting their response with relevant examples.

Question 30(a)

In better responses, students were able to:

• show a clear relationship between the injury and its classification and management
• be clear in their description of the injury’s classification as well as the understanding of RICER as the soft tissue management procedure
• provide a range of relevant examples throughout the management process that supports their knowledge and understanding.

Question 30(b)

In better responses, students were able to:

• demonstrate clear understanding of policies and procedures that regulated an athlete’s return to play after injury
• make strong links between ethical considerations and a range of policies and procedures, whilst also making clear judgements about their effectiveness
• provide relevant examples, such as concussion policies in boxing and rugby league.

Areas for students to improve include:

• identifying relevant syllabus content applicable to this question
• providing depth of detail in their response
• supporting their response with relevant examples.

Question 31(a)

In better responses, students were able to:

• show a clear understanding of both safe and harmful training procedures related to two training types
• show clear relationships established between the training procedures and their possible outcomes on athlete well-being
• provide a range of accurate and relevant examples.

Question 31(b)

In better responses, students were able to:

• provide detailed judgements on the impact on the use of performance enhancing drugs (PEDs)
• clearly articulate their knowledge of PEDs and the issues surrounding the use of PEDs by elite athletes
• provide relevant and detailed examples that supported their judgements.

Areas for students to improve include:

• identifying relevant syllabus content applicable to this question
• providing depth of detail in their response
• supporting their response with relevant examples.

Question 32(a)

In better responses, students were able to:

• show an understanding of the relationships between economic and cultural change in addressing inequity
• use examples to effectively identify economic and cultural changes and their implications to create health equity.

Question 32(b)

In better responses, students were able to:

• explain HOW a range of multiple risk factors impact on the health of population groups
• show an understanding of the relationship between multiple risk factors and its implications to management
• provide evidence of this relationship considering how population group inequities could be addressed appropriately.

Areas for students to improve include:

• identifying relevant syllabus content applicable to this question
• providing depth of response
• supporting their response with relevant examples.